I.

INTRODUCTION

BACKGROUND OF THE STUDY

No education is ever cheap; yet, poverty must not become a finite barrier to wanting and

attaining education achievement, and academic performance must not suffer from financial

incapacitation implications. It is interesting to know that the purpose of education aims to

acquiring certificates, but education actually aims at gaining industrial skills and enhancing the

student’s talents and capabilities (Adzido et al., 2015)

Parental education background, profession and occupation affect their financial status.

Family income is one major factor that affects their children’s education level, competitive

ability and performance (Smith et al., 2002; Hill et al., 2004; Rothestein, 2004) “The

responsibility of training a child always lies in the hand of the parents” (Ogunshola and Adewale,

2012).

“Added knowledge leads to added value; added value enhances opportunities for success.

Everything is available but it takes knowledge and wisdom, via education and research to partake

of it. Never forget this, that: if you think education is expensive, try the cost of ignorance. It is

through education and research that you learn and be learned; lead and be led” (Ahiave et al.,

2016)

If a student is classified as low or high class, there can actually be some differences with

the students’ learning. Not with their financial capabilities but lying within different factors as

well, as to their health, vocabulary, mind-set and their environment. If one student is said to be in

a low class, then their mind-set can be affected due to their current situation and may bring it as

to not wanting to learn or bother anymore. Similarly, if they think they aren't smart enough and

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can't succeed, they'll probably not put out any effort. (Jensen, 2013) The student's attitude about

learning is also a moderately robust predictive factor (Blackwell, Trzesniewski, & Dweck, 2007).

The probability of dropping out and school failure increases as a function of the timing and

length of time that children are exposed to relational adversity (Spilt, Hughes, Wu, & Kwok,

2012). Low-income parents are often less able than middle-class parents to adjust their parenting

to the demands of their higher-needs children (Paulussen-Hoogeboom, Stams, Hermanns, &

Peetsma, 2007).

Gaining knowledge is much more powerful above all and with withstanding will and

determination, those who said they could not do it, actually did it.

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STATEMENT OF THE RESEARCH QUESTIONS

This research ought to determine the effects of students’ income status in their academic

performance.

Furthermore, this study aims to ascertain the following:

1. What is the range of grades of students from the following classes:

a. Lower Class

b. Middle Class

c. Higher Class

2. What is the range of written test scores of students from the following classes:

a. Lower Class

b. Middle Class

c. Higher Class

3. Is there a significant difference between the level of participation and difficulty of

learning in students from various classes:

a. Lower Class

b. Middle Class

c. Higher Class

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HYPOTHESIS

Null Hypothesis

There will be no significant difference between the level of participation and difficulty of

learning between the students from the (a) Lower class, (b) Middle Class, (c) Higher Class.

Alternative Hypothesis

There will be a significant difference between the level of participation and difficulty of learning

between the students from the (a) Lower class, (b) Middle Class, (c) Higher Class.

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SIGNIFICANCE OF THE STUDY

Education and knowledge is and will be your greatest weapon all throughout everything.

Being a child and developing into an adult, one of the only constant things that can actually

guarantee us the things that we ought to accomplish is through attaining education. There is

nothing that we could lose by instilling knowledge and wisdom within our individuality. Though,

as some point, inevitably, some are inhibited of this weapon and treasure as his/her own as in

regards to their income status as students.

Thus, regarding the matter, the researchers conduct a study investigating the effects of

income status of students in regards to their academic performances. Students’ academic

performances can be affected by a lot of factors. This is an awakening note that income status

can actually be of a factor in affecting the students’ academic performances and achievements.

This study can manifest the current situation of the students with the relation of the

income status and the academic performances of students. Determining how this factor could

actually affect students will serve as welfare of something that we could do to stabilize the

students’ academic performances despite inevitable down factors. The study can also give off

contributions to future related studies and researchers.

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SCOPE AND DELIMITATION

This study will focus on manifesting the relation between the income statuses of students

with their academic performances. The researchers are ought to set out the different variables

and possibilities of various income statuses of students and how it can affect their academic

performances. The study will use mixed research methods through conducting interviews and

giving out survey questionnaires to a certain sample within the local area. The target of this study

will focus on senior high school students to cope much of closer available resources. The study

covers the experiences of students to garner the data that will lead to the answers for this study’s

particular research questions.

This study is limited only to close available resources and prospects to achieve the project

within the given time boundary. Also, the researchers will also observe the certain number of

sample so that particular variables can not be out of hand due to the students’ diverse opinions

and experiences. The findings of this study will only cover the relation of students’ income

statuses and their academic performances in the particular local area and is not to be generalized

through other areas or localities.

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REVIEW OF RELATED LITERATURE

Education

Education is a vital weapon of people striving for economic emancipation, political

independence and cultural renaissance. Philippine education therefore must produce Filipinos

who are aware of their country's problems, who understand the basic solution to these problems,

and who care enough to have courage to work and sacrifice for their country's salvation.

(Constantino, 1996)

A study examined experimentally whether student gender and socioeconomic status

(SES) affect teachers' expectations of students. Participants were 106 teachers who read a

scenario about a hypothetical student with academic and behavioral challenges. The researchers

of this related study systematically varied the gender and SES of the student to create 4

conditions. Teachers rated high-SES boys more favorably than low-SES boys, but low-SES girls

more favorably than high-SES girls. Teachers perceived that low-SES students have less

promising futures than do high-SES students. Findings suggest that teachers are likely to develop

negative attitudes toward low-SES students in general, but especially boys. These preconceived

attitudes may help explain why teacher efficacy tends to be lower in economically disadvantaged

schools. (Auwarter & Aruguete, 2010)

Socioeconomic Status

Socioeconomic status (SES) is one of the most widely studied constructs in the social

sciences. Several ways of measuring SES have been proposed, but most include some

quantification of family income, parental education, and occupational status. Research shows

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that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in

children, with effects beginning prior to birth and continuing into adulthood. A variety of

mechanisms linking SES to child well-being have been proposed, with most involving

differences in access to material and social resources or reactions to stress-inducing conditions

by both the children themselves and their parents. For children, SES impacts well-being at

multiple levels, including both family and neighborhood. The effects are moderated by children's

own characteristics, family characteristics, and external support systems. (Bradley & Corwyn,

2002)

Another related study was an investigation of the potential moderating effect of social

support on academic performance for students living in poverty. Data were collected in one

urban middle school from 164 primarily Hispanic students using the Child and Adolescent Social

Support Scale and students' course grade point averages (GPA). Regarding socioeconomic status

(SES), students were classified as lower-SES if they received free or reduced-cost lunches or

higher-SES if they did not receive free or reduced-cost lunches. First, for students with higher

SES, correlational analyses revealed no significant associations between social support and

academic performance as measured by GPA. Alternatively, for students of lower SES,

significant, moderate associations were found between GPA scores and social support scores.

Second, as predicted, regression analyses provided evidence that social support may moderate

the relationship between poverty and academic performance. Implications for school

psychologists and suggestions for future research are provided. (Malecki & Demaray, 2006)

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Academic Performance

Recent research consistently reports that persistent poverty has more detrimental effects

on IQ, school achievement, and socio-emotional functioning than transitory poverty, with

children experiencing both types of poverty generally doing less well than never-poor children.

Higher rates of prenatal complications, reduced access to resources that buffer the negative

effects of prenatal complications, increased exposure to lead, and less home-based cognitive

stimulation partly account for diminished cognitive functioning in poor children. These factors,

along with lower teacher expectancies and poorer academic-readiness skills, also appear to

contribute to lower levels of school achievement among poor children. The link between

socioeconomic disadvantage and children's socio-emotional functioning appears to be mediated

partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors. The

implications of research findings for practice and policy are considered. (McLoyd, 1998)

School-level data on parent perceptions and structural characteristics of 42 elementary

schools were used to examine the relation of parental involvement and empowerment to student

academic performance. Results showed that measures of parental involvement and

empowerment could be reliably predicted. Multiple regression analyses showed that parental

involvement and empowerment accounted for substantial variance in student standardized test

performance. Positive relations of parental involvement to student test performance were largely

unaffected by school characteristics or the socioeconomic, racial, and ethnic composition of the

student population. (Griffith, 2010)

A correlational study examined relationships between motivational orientation, self-

regulated learning, and classroom academic performance for 173 seventh graders from eight

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science and seven English classes. A self-report measure of student self-efficacy, intrinsic value,

test anxiety, self-regulation, and use of learning strategies was administered, and performance

data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were

positively related to cognitive engagement and performance. Regression analysis revealed that,

depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as

the best predictors of performance. Intrinsic value did not have a direct influence on performance

but was strongly related to self-regulation and cognitive strategy use, regardless of prior

achievement level. The implications of individual differences in motivational orientation for

cognitive engagement and self-regulation in the classroom are discussed. (Pintrich & de Groot,

n.d.)

Income Status and Academic Performance

According to Markle (2010), to predict accurately if a student will succeed academically,

one must consider both the family’s income level and its education level because each of these

factors influences the student’s access to the education system and ability to navigate it.

Furthermore, studies in health report that wealth and education have the strongest associations

with health and development outcomes (Nuru-Jeter et al., 2010).

Poverty and associated health, nutrition, and social factors prevent at least 200 million

children in developing countries from attaining their developmental potential. We review the

evidence linking compromised development with modifiable biological and psychosocial risks

encountered by children from birth to 5 years of age. We identify four key risk factors where the

need for intervention is urgent: stunting, inadequate cognitive stimulation, iodine deficiency, and

iron deficiency anaemia. The evidence is also sufficient to warrant interventions for malaria,

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intrauterine growth restriction, maternal depression, exposure to violence, and exposure to heavy

metals. We discuss the research needed to clarify the effect of other potential risk factors on

child development. The prevalence of the risk factors and their effect on development and human

potential are substantial. Furthermore, risks often occur together or cumulatively, with

concomitant increased adverse effects on the development of the world's poorest children.

(Walker et al., 2007)

The relationship between the socioeconomic status (SES) of peers and individual

academic achievement was examined in this study. This question was investigated while a

variety of sociodemographic factors were being controlled, including a student's own SES.

Student SES was measured by using participation in the federal free/reduced–price lunch

program as an indicator of poverty status, and parental educational and occupational background

as a measure of family social status. These measures were aggregated to the school level to

define the SES of the peer population. Student achievement is a factor score of the three 10th–

grade components of the Louisiana Graduation Exit Examination. Peer family social status in

particular does have a significant and substantive independent effect on individual academic

achievement, only slightly less than an individual's own family social status. (Caldas &

Bankston, 2012)

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REFERENCES

How Poverty Affects Classroom Engagement (2013). Retrieved from

http://reading4all.com/entries/page/1156

Effects of Families Income on Student’s Academic Achievement (n.d.) Retrieved from

https://farzanasite.wordpress.com/edu-696/effects-of-families-income-on-students-academic-

achievement/

Auwarter, A. E & Aruguete, M.S. (2010). Effects of Student Gender and Socioeconomic

Status on Teacher Perceptions

Caldas, S.J. &Bankston, C (n.d). Effect of School Population Socioeconomic Status on

Individual Academic Achievement

Constantino, R. (1966) The Filipinos in the Philippines and Other Essays. Malaya Books.

Malecki, CK & Demaray, MK. (2006) School Psychology Quarterly

Bradley, RH & Corwyn RF. (2002) Annual Review of Psychology

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McLoyd, V.C. (n.d.) Socioeconomic disadvantage and child development

Larzelere, RE & Patterson, GR. (1990) Parental Management: Mediator of the effect of

socioeconomic status on early delinquency

Walker et al., (2007) The Lancet, Volume 369, Issue 9556, Pages 145-157

Griffith, J. (2010) Relation of Parental Involvement, Empowerment, and School Traits to

Student Academic Performance.

Pintrich & de Groot. (n.d.) Journal of Education Psychology

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